From Coverage to Mastery: Reimagining Advanced Learning at Dwight-Englewood

This course surveys the United States’ past from the colonial period through the modern era. The curriculum examines the nation's physical, demographic and bureaucratic growth alongside the development of its political, social, economic and cultural institutions and traditions. By fusing a thematic and chronological approach, students consider the changing roles that gender, race and class have played throughout American history while examining key events and processes. Through a variety of assessments,  students will demonstrate and develop analytical skills coupled with a mastery of historical content. Through a focus on primary and secondary sources, as well as engaging with opportunities for individual research, students will develop and enhance their understanding of key topics from our nation’s history while developing skills essential to citizenship such as deliberative discussion, weighing and assessing competing narratives, and crafting and effectively presenting analytical perspectives. By examining what it has meant and continues to mean to be an American, students will develop both the historical knowledge and skills necessary to be active and engaged citizens.

This challenging course in statistics is divided into 4 major themes: 1) exploratory data analysis and interpreting graphical displays; 2) planning and conducting a study, sampling methods, experiments, and generalizability of results); 3) probability and combinatorics; 4) statistical inference (estimating population parameters and tests of significance).

This challenging course provides a strong foundation in chemistry for students who plan to major in science, engineering, and the health professions, as well as for those who are interested in exploring the molecular nature of the world around us as part of their general education. It is designed to build upon and go beyond the IBC 1 and 2 curriculum. Principal topics include stoichiometry, chemical bonding, gas laws, intermolecular forces, thermodynamics, chemical kinetics and equilibrium, acid-base chemistry, electrochemistry, and nuclear chemistry. The curriculum is designed to explore green chemistry approaches and methodologies. Students will engage in rigorous, hands-on laboratory investigations, including inquiry-based learning activities, case studies, and projects. These practices will allow students to critically analyze processes that minimize hazardous substances, maximize the use of renewable resources and reduce environmental impact.

This course examines the profound impact of the Roman emperors on the literature of their time.  Moving from the Golden to the Silver Age, students will read unadapted poetry and prose to explore how Roman authors navigated propaganda, censorship, and patronage under absolute rule.  By contrasting the foundational myths of the Augustan age (seen through Vergil and Suetonius) with the darker social realities and historical critiques of later dynasties (seen through Tacitus and Martial), students will develop college-level translation skills while analyzing how literature is used both to build and to dismantle the image of the autocrat. 

This course will be a research-based examination of the nervous system and the neurology behind consciousness, learning, memory, language, personality, and intelligence. It will also explore the field of social and abnormal psychology. Students will be expected to read, interpret and apply research articles, and demonstrate an applied understanding of the terms through short free-response answers using a plethora of psychological concepts.

The AP Studio Art program stands alone as an inquiry and process-based course. The instructor has genuine autonomy over how students spend their time and prepare for the exam. And, the nature of the exam is grounded in personal inquiry and the process of creating art - not just the product. Finally, the exam provides the only nationally standardized and externally moderated portfolio assessment that students aspiring to participate in a university-level art program usually need for their applications. All of that said, the AP Studio Art program is aligned with our pedagogical and philosophical goals as an institution and will therefore remain in place beyond the sunsetting of the remainder of the program. 

"At UChicago we trust our high school colleagues to make curricular decisions that are in the best interest of their students and school community. Our admissions committee ALWAYS reads students in the context of their high school are NEVER penalized because their school does not have certain classes (such as honors, AP, or IB) that other schools might offer as long as they are taking advantage of the opportunities their high school affords them." Peter Wilson, Dean of College Admissions, Associate Vice President, Enrollment and Student Advancement

“It's important to choose your highest rigor pathways carefully. While colleges do want to see you challenging yourself with rigorous courses in core academic areas, it's absolutely not necessary to produce, for example, an AP Art and Design portfolio unless you are applying to programs that are going to require a portfolio. Is AP Physics necessary for everyone? Not unless you intend to apply for an Engineering program or plan to study physics in college. Most universities are looking for curious learners who have proven they can handle college level work and are coming to college fresh and ready to engage with our communities and academic departments. Learning to balance your academic commitments in order to feed your personal interests and future goals is an important skill that will be well rewarded at the college level. Chris Butler, Assoc. Director of Undergraduate Admissions, the George Washington University

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Academic rigor remains a priority of the School and will be protected in this transition in order to ensure that a Dwight-Englewood education remains a prestigious and worthwhile investment in a child’s development. New advanced learning courses will be developed that are authentically rigorous and responsive to the evolving educational landscape.

D-E’s College Counseling Office has both depth and breadth of experience in supporting our students through this process. Feedback from college and university admissions leaders has confirmed there will be no negative impacts on our students’ college application process.

A pillar of strong pedagogy is the ability for educators to be in tune and responsive to the needs of the students in front of them. Year to year, the best educators adapt their pacing, curricular foci, and methods of instruction based on what their learners need to thrive. This agility is critical for supporting students with diverse learning profiles, where mastering foundational skills requires flexible timing, varied instructional approaches, and deep, targeted engagement, rather than a rush to get through the syllabus. By unlocking our curriculum from the rigid constraints and rapid pace of the AP framework, our faculty gain the freedom to provide more inclusive instruction. This offers the opportunity to create an environment where every learner has the time, flexibility, and support to achieve mastery and confidence with complex concepts and skills.

The month of May will be newly allocated to instructional time and meaningful community celebrations, particularly for senior students. 

AP courses will continue to be offered for the 2026-2027 academic year.  All academic departments that currently offer AP courses are also concurrently underway with planning for this transition and developing more engaging advanced learning courses.

HOLD space for now until this is confirmed as finalized by Kim.

The levels of course rigor would be Core, Honors, Advanced Studies (AS). The term “Accelerated” will exist in some limited ways to indicate a course that moves faster than the Honors course and serves as a prerequisite for an Honors or AS courses

Yes. Dalton, Fieldston, Riverdale, Horace Mann, Nightingale-Bamford, Spence, Calhoun, Packer Collegiate, Masters, & Lawrenceville are all examples of school that have moved away from the AP Program.

This work was done in collaboration with Kim Lalli (Director of Institutional Alignment, Former US Principal);  Eileen Feikens (Dean of College Counseling); and various key stakeholders to ensure that it is aligned with our mission as a school and grounded in sound pedagogy.

To honor the broader needs of the US and reduce disruption in May, AP testing will only be available to students enrolled in the course as long as the affiliated course is being offered at the school.